Faculty Directory

Richard Jackson

Associate Professor, Teacher Education, Special Education, Curriculum & Instruction

Department

TESpECI Teacher Education, Special Education, Curriculum & Instruction

Biography

Richard Jackson’s research investigates ways to optimize opportunities for all—specifically, how to make education more accessible for students with disabilities through the design of technology and new learning environments.

He began his tenure at the Lynch School in 1979, when his research focused on the development of mass transit accessibility standards and sonar sensory aids. More recently, his work in audio-supported reading has improved access to print materials for those with visual impairments.

Jackson is a member of the Perkins Education Advisory Committee for the Perkins School for the Blind and is an advisor to the Braille Literacy Advisory Council. He is also a senior research scientist at the Center for Applied Special Technology, a nonprofit that expands opportunities through universal design for learning, a framework that improves teaching and learning based on scientific insights. He has contributed to numerous books and journal articles.

The U.S. Department of Education’s Office of Special Education Programs sponsored Jackson with the most prestigious training grant in Boston College history for his leadership in universal design for learning. He has conducted research for Apple and for the National Eye Institute, and he is the founder of the Association of Massachusetts Educators of Students with Vision Impairments.

GLOBAL SPOTLIGHT
  • Prelude to INCLUDE (International Collaboratory for Leadership in Universally Designed Education). Presentation at the Third Pan-Canadian Conference on Universal Design for Learning. Royal Roads University, Victoria, British Columbia. 
  • Invited keynote lecture for a national seminar held at the University of Worcester, UK, entitled Promoting Universal Accessibility in Higher Education: The Role of Information Technologies.
  • Presentation in Dublin, Ireland entitled: Journey to Oz: Travelling together towards inclusive education, sponsored by AHEAD.

Publications

  • Hall, T., Jackson, R., Hitchcock, C. Gordon, D., & Rose, D. (2006). Issue Brief: Modifying Curriculum for Students with Disabilities and the Alternative Promise of Universal Design for Learning. Wakefield, MA: Center for Applied Speical Technology, Inc.
  • Jackson, R. M. (2005). Curriculum Access for Students wtih Low Incidence Disabilities: The Promise of Universal Design for Learning. Wakefield, MA: Center for Applied Speical Technology.
  • Hitchcock, C.G., Meyer, A., Rose, D., & Jackson, R. (2005). Equal access, participation, and progress in the general education Curriculum. In D. Rose, A. Meyer and C. Hitchcock, (Eds). The universally designed classroom: Accessible curriculum and digital technologies (pp. 37-68). Cambridge, MA: Harvard Education Press.
  • Jackson, R. & Harper, K. (2005). Teacher planning for accessibility: The universal design of learning environments. In D. Rose, A. meyer and C. Hitchcock, (Eds). The universally designed classroom: Accessible curriculum and digital technologies (pp. 101-124). Cambridge, MA: Harvard Education Press.
  • Jackson, R., Harper, K., & Jackson, J. (2005). Teaching for accessibility: Effective practices, classroom barriers. In D. Rose, A. Meyer and C. Hitchcock, (Eds). The universally designed classroom: Accessible curriculum and digital technologies (pp. 125-148). Cambridge, MA: Harvard Education Press.
  • Jackson, R.M.. (2004). Technologies Supporting Access to the General Curriculum for Students with Disabilities. Wakefield, MA: Center for Applied Special Technology.
  • Hitchcock, C.G., Meyer, A., Rose, D. & Jackson, R. (2002a). Providing new access to the general curriculum: Universal design for learning. Teaching Exceptional Children, 35(2), 8-17.
  • Hitchcock, C.G., Meyer, A., Rose, D. & Jackson, R. (2002b). Technical brief: Access, participation, and progress in the general curriculum: A universal design for learning. Retrieved April 12, 2002, from the NCAC.
  • Jackson, R., Harper, K., & Jackson, J. (2002). Effective teaching practices and the barriers limiting their use in accessing the curriculum: A review of recent literature. Wakefield, MA: Center for Applied Special Technology, Inc.
  • Jackson, R., & Harper, K., (2002). Teacher planning and the universal design for learning environments. Wakefield, MA: Center for Applied Special Technology, Inc.
  • Jackson, R., Koziol, K., & Rudowitz, L. (2001). A glimpse at current teaching practices with preliminary survey results. Peabody, MA: Center for Applied Special Technology, Inc.
  • Cochran-Smith, M., Albert, L., Freedman, S., DiMattia, P., Jackson, R., Mooney, J., Neisler, O.J., Peck, A., & Zollers, N. (1999). Seeking social justice: A teacher education faculty’s self-study. International Journal of Leadership in Education, 2(3), 229-253.
  • Cochran-Smith, M., Albert, L., Freedman, S., DiMattia, P., Jackson, R., Mooney, J., Neisler, O.J., Peck, A., & Zollers, N. (1999). Seeking social justice: A teacher education faculty’s self-study. Journal of Leadership in Education, 2(3), 229-253.